Perceived School Performance,Life Satisfaction,and Hopelessness: A 4-Year Longitudinal Study of Adolescents in Hong Kong

This 4-year longitudinal study examined the perceived school performance, life satisfaction, and hopelessness of Chinese adolescents in Hong Kong. Over the period of the study, perceived school performance and life satisfaction decreased, whereas adolescent hopelessness increased. Consistent with our predictions, a positive relationship between perceived school performance and life satisfaction, a negative relationship between life satisfaction and hopelessness, and a negative relationship between perceived school performance and hopelessness were found. Structural equation modeling further showed that life satisfaction functioned as a mediator in the relationship between perceived school performance and hopelessness. The findings underscore the role of perceived school performance in adolescent well-being and suggest that promoting life satisfaction is a possible way of reducing adolescent hopelessness.     

The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents

Situated within a positive psychology perspective, this study aimed at examining the nature and directionality of longitudinal relationships between basic psychological needs satisfaction at school and adolescents’ school-related subjective well-being. A total of 576 students (40.5 male and 36.8 % students in junior high school) completed measures of adolescent students’ basic psychological needs at school and school-related subjective well-being at two time points, 6 weeks apart. Cross-lagged structural equation modeling showed significant bidirectional longitudinal relationships between autonomy, relatedness, and competence needs satisfaction and school satisfaction. Furthermore, significant bidirectional relationships were observed between competence need satisfaction and positive affect in school. The findings provided important evidence of the roles of adolescents’ different types of needs satisfaction, experienced specifically during school, in adolescents’ school-related subjective well-being. The findings also helped extend the positive psychology perspective to the relatively neglected context of education.     

Life Satisfaction in Junior Secondary School Students in Hong Kong: A 3-Year Longitudinal Study

The present longitudinal study examined life satisfaction and the related socio-demographic, family, and positive youth development correlates in junior secondary school students in Hong Kong. Results showed that adolescents perceived life satisfaction decreased in their junior secondary school years. Several socio-demographic correlates of life satisfaction were identified from the results of mixed effects ANOVAs and multiple regression analyses: girls showed higher life satisfaction than did boys; adolescents in non-intact families had lower life satisfaction than did adolescents in intact families; adolescents experiencing economic disadvantage showed relatively lower life satisfaction. Results also showed that both family functioning and positive youth development had generally positive predictive relationships with adolescent life satisfaction over time.     

School Satisfaction Among Adolescents: Testing Different Indicators for its Measurement and its Relationship with Overall Life Satisfaction and Subjective Well-Being in Romania and Spain

This paper presents results from two samples of adolescents aged 13–16 from Romania and Spain (N = 930 + 1,945 = 2,875). The original 7-item version of the Personal Well-Being Index (PWI) was used, together with an item on overall life satisfaction (OLS) and a set of six items related to satisfaction with school. A confirmatory factor analysis of the six school satisfaction items shows good fit statistics when relating them to a latent variable. However, said latent variable does not show a good fit when related to the OLS or the PWI. Tests have led to the conclusion that the item that best summarises satisfaction with school is “satisfaction with my life as a student”. Adding this item to the PWI-7 has shown a good fit with Structural Equation Modeling and higher standardised loading on the OLS. The analysis developed here, while confirming that the inclusion of a domain on satisfaction with school life contributes to the PWI with unique variance (2.5 % in this research), also offers an explanation for the surprising results obtained for adolescents in other countries (e.g. in Australia, Tomyn and Cummins in Soc Indicat Res 101(3):405–418 2010) by showing that satisfaction with friends at school and satisfaction with classmates did not significantly contribute to satisfaction with school. Our results suggest that school satisfaction is highly related to satisfaction with teachers, but weakly related to overall life satisfaction, while satisfaction with school friends and satisfaction with classmates are highly related to overall life satisfaction, but weakly related to satisfaction with school. Satisfaction with life as a student seems to be the item that best reconciles this “paradox” (in adults’ eyes), at least with our samples of Romanian and Spanish adolescents.     

A Measure of the Cultural Distance Between Countries

The current study was an investigation of age and gender differences in the relation between students’ school-related social support (i.e., teacher support and classmate support) and subjective well-being (SWB) in school (i.e., school satisfaction and affect in school), as well as the developmental differences in SWB in school. Data were collected from a sample of 2,158 students in Grades 4 through 11 in China on two separate occasions, 6-weeks apart. The findings indicated older age students reported lower levels of SWB in school than younger students. Furthermore, girls reported higher levels of school satisfaction than boys. In addition, both teacher support and classmate support significantly related to school satisfaction at Time 2 (controlling for Time 1) for all students. Classmate support significantly related to affect in school at Time 2 for all students, whereas teacher support only significantly related to affect in school at Time 2 for elementary school students. Specifically, teacher support accounted for the larger amount of variance in school satisfaction at Time 2 for elementary and high school students. Gender moderated the relation between teacher support and school satisfaction at Time 2 for elementary school students, as well as the relation between classmate support and school satisfaction at Time 2 for middle school students. Implications based on developmental considerations were discussed.     

Social Relations and School Life Satisfaction in South Korea

This study pays special attention to adolescents who are at the critical stage of social, cognitive and emotional development and their satisfaction with school life which is important for their educational experience and adult life. The purpose of this study is to examine how students’ relationships with friends, teachers and parents are associated with their school life satisfaction. We conducted hierarchical linear modeling with nationally representative data on 3,790 high school seniors in the consideration of different school types (general and vocational high schools) reflecting the contextual characteristics of South Korean education system. Our findings show that all those relations are associated with school life satisfaction and that some distinctive dimensions of each relation matter for students’ school life satisfaction. In particular, teacher-student relationship was found to shape students’ satisfaction with school life both at individual and school level. In spite of several limitations, the broad investigation of students’ social relations provided a policy implication for improving adolescents’ satisfaction with their school lives.     

The Latent Profiles of Life Domain Importance and Satisfaction in a Quality of Life Scale

The present study aimed to use a latent profile analysis to distinguish between populations in terms of life domain importance and satisfaction profiles. Then, a multinomial logistic regression was used to determine how background variables (e.g., gender, living areas, and school levels) and self-perceived health predict each latent quality of life (QoL) profile. We also investigated how the latent groups of adolescents predicted negative and positive well-being indicators (e.g., problem behaviors and overall life satisfaction). The sample consisted of 720 Taiwanese secondary school students. Three latent groups were established as follows: “unimportant-unsatisfied,” “important-unsatisfied,” and “important-satisfied.” The results indicate the following: (a) boys were more likely to fall into the “unimportant-unsatisfied” group than were girls; (b) better health increased the likelihood of being in the “important-satisfied” group; (c) high school students were more likely to be in the “unimportant-unsatisfed” group than were middle school students; and (d) no relationship was found between latent groups and living areas. The function of importance rating was not present when evaluating the importance-satisfaction profiles and their relationship with problem behaviors and overall life satisfaction. The problems of the “unimportant-unsatisfied” profile among youth are discussed.     

School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School

Grounded in Basic Psychological Needs Theory (BPNT; Deci and Ryan in Intrinsic motivation and self-determination in human behavior. Plenum, New York, 1985; Psychol Inq 11(4):227–268. doi: 10.1207/S15327965PLI1104_01, 2000; Ryan and Deci in Am Psychol 55(1):68–78. doi: 10.1037/0003-066X.55.1.68, 2000), the present study mainly aimed to (1) test a theoretically-based model proposing that the satisfaction of three basic psychological needs at school mediates the relationship between school-related social support (i.e., teacher support and classmate support) and school-related subjective well-being and (2) explore the invariance of the model across gender and age groups. A total of 1476 Chinese adolescents (males = 712; early adolescents = 676; Mage = 15.40) completed a multi-measure questionnaire tapping the targeted variables. Structural equation modeling was used to examine the hypotheses. Results indicated that school-related social support (i.e., teacher support and classmate support) related statistically significantly to adolescents’ school-related subjective well-being. Furthermore, a multiple-mediators analysis indicated that autonomy, competence and relatedness needs satisfaction at school partially mediated the relation between teacher support and school-related subjective well-being, and fully mediated the relation between classmate support and school-related subjective well-being. Lastly, the results supported partial invariance of the model with respect to gender and age groups. Limitations of the study are considered and applied considerations to improve adolescents’ school-related subjective well-being are discussed.     

Very Happy Youths: Benefits of Very High Life Satisfaction Among Adolescents

This study investigated the characteristics of adolescents reporting very high levels of life satisfaction. Participants (N = 410) were divided into three life satisfaction groups: very high (top 10%), average (middle 25%), and very low (lowest 10%). Results revealed that very happy youths had significantly higher mean scores on all included school, interpersonal, and intrapersonal variables, and significantly lower mean scores on depression, negative affect, and social stress than youths with average and very low levels of life satisfaction. Life meaning, gratitude, self-esteem, and positive affect were found to have a significantly more positive influence on global life satisfaction for the very unhappy than the very happy. Findings suggest that very unhappy youths would benefit most from focused interventions aimed at boosting those variables having the most influence on their level of life satisfaction. Results are discussed in light of previous findings and suggestions for future directions are briefly discussed.     

Electronic Bullying and Victimization and Life Satisfaction in Middle School Students

This study examined the nature and prevalence of electronic bullying and victimization in a sample of middle school students in a southeastern USA school. Relationships among measures of electronic bullying and victimization and global and domain-specific life satisfaction were also investigated. A total of 855 7th and 8th grade US students responded to questions regarding global and domain-based life satisfaction, electronic bullying and victimization behaviors. Although a majority of students reported not engaging in or being the victim of electronic bullying, the small percentage of students who did report these behaviors as being problematic indicated that the behaviors occurred several times a week. Statistically significant correlates of electronic bullying were self-reported grades in school, gender, and parent marital status. Significant correlates of victimization were self-reported grades in school, parent marital status, and ethnicity. The results suggested modest, but pervasive relationships between experiences of electronic bullying and victimization and adolescents?? life satisfaction reports across a variety of important life domains. When the effects of demographic variables were controlled, the relationship between electronic victimization and global life satisfaction became non-significant, suggesting that global life satisfaction reports may mask the effects of specific life satisfaction domains.     

Perceived Social Support and School Well-Being Among Chinese Early and Middle Adolescents: The Mediational Role of Self-Esteem

This study examined the mediational role of self-esteem in accounting for the empirical link between perceived social support (parents, friends, and teachers) and school well-being (school satisfaction, positive affect in school, and negative affect in school). Participants were from China and were 221 early adolescents (Mage = 13.6) and 140 middle adolescents (Mage = 16.4). Among early adolescents, parent and teacher support, but not friend support, related significantly to positive school well-being. Among middle adolescents, friend and teacher support, but not parent support, significantly related to school well-being. For both early and middle adolescents, global self-esteem mediated relations between teacher support and school well-being. For early adolescents, global self-esteem mediated relations between parent support and school well-being; whereas for middle adolescents, global self-esteem mediated relations between friend support and school well-being. The findings supported socialcognitive models of well-being in Chinese context. Implications are discussed in the context of developmental and cultural considerations.     

Trajectory of Life Satisfaction and its Relationship with Subjective Economic Status and Successful Aging

The aim of the study was to explore the relationship between subjective economic status and indicators of successful aging to life satisfaction trajectories among the elderly in Taiwan. Data were from the four waves of “Survey of Health and Living Status of the Elderly in Taiwan”. Hierarchical linear modeling was conducted. Subjective economic status was measured by childhood economic status and time-varying economic satisfaction. Time-varying physical, mental, and social successful aging variables and demographics were also used to describe the trajectory of life satisfaction. Life satisfaction showed a slightly decreasing but generally stationary trend across time. The concurrent economic satisfaction was associated with life satisfaction trajectory, but childhood economic status was not significant. The time-varying depressive symptoms, cognitive function and social support were related to the life satisfaction trajectory. Policy on the elderly should take particular account of the economic security, mental health, and social support of the elderly.     

Personality and Life Events as Predictors of Adolescents’ Life Satisfaction: Do Life Events Mediate the Link Between Personality and Life Satisfaction?

This study examined the association among personality traits, life events and life satisfaction, and the underlying pathways from personality traits to life satisfaction. A total of 1,961 adolescents were recruited from 21 secondary schools in Hong Kong. The adolescent version of the Chinese Personality Assessment Inventory (CPAI-A), the Chinese Adolescent Life Events Checklist (CALEC) and the Satisfaction With Life Scale (SWLS) were employed to assess their personality, life events and life satisfaction, respectively. Multiple regression analysis showed there was an additional value of the indigenously derived scales of CPAI-A, including the Family Orientation, Harmony and Ren-Qing scales, in predicting life satisfaction beyond the universal personality traits. Results also indicated that there was a partial mediation effect of negative life events on personality traits in the prediction of life satisfaction.     

Socioeconomic Inequality and Life Satisfaction in Late Childhood and Adolescence: A Moderated Mediation Model

An increasing number of studies have established an association between socioeconomic inequality and life satisfaction, but the underlying mediating and moderating mechanisms of this association have not been fully identified. The present study investigated the effect of family socioeconomic status (SES) on life satisfaction in late childhood and adolescence; examined the mediating effect of optimism in the association between family SES and life satisfaction; and tested whether this mediating process varied across late childhood and adolescence. A sample of 552 Chinese children in late childhood (M _age = 10.73 years, SD = 0.96) and 637 Chinese adolescents (M _age = 14.71 years, SD = 1.60) was recruited to complete questionnaires regarding family SES, optimism, and life satisfaction. Results indicated that socioeconomic inequality was associated with life satisfaction in Chinese children and adolescents. Moreover, optimism partially mediated the relation between family SES and life satisfaction, and developmental period moderated this mediation effect. Specifically, the mediation effect was found in adolescence, but not in late childhood, indicating an adolescent-emergent model (Chen et al. in Psychol Bull 128(2):295–329, 2002; in Soc Sci Med 62(9):2161–2170, 2006). The meaning and implications of socioeconomic inequality in different development periods and applied considerations to improve life satisfaction in late childhood and adolescence are discussed.     

Gender Differences in Happiness and Life Satisfaction Among Adolescents in Hong Kong: Relationships and Self-Concept

This study uses survey data from adolescents (N = 1,428) in Hong Kong to test the association of gender with happiness and life satisfaction through relationship style and self-concept. While self-esteem and purpose in life are associated with higher happiness and life satisfaction, having more close friends is related to higher happiness, but not necessarily life satisfaction. On the other hand, boys with higher academic achievement are happier, but not more satisfied; the opposite holds true for girls. Our results provide a much-needed investigation of the differential effect of gender on the subjective well-being of adolescents. Contributing to the theoretical debate about the concepts of subjective well-being, we argue that happiness and life satisfaction are empirically and conceptually distinct. Life satisfaction might be characterized by more profound enjoyment and achievement in life than happiness.     

Life Experiences,Locus of Control,and School Satisfaction in Adolescence

This research investigated models of theinterrelationships among adolescents' lifeexperiences, locus of control, and schoolsatisfaction reports. Demographic variables(e.g., SES) did not relate to schoolsatisfaction. Environmental experiences (acutemajor events and chronic life experiences, bothpositive and negative) moderately related toadolescents' school satisfaction. Althoughadolescents' locus of control orientation didnot moderate school satisfaction, it didmediate the relationship between negative lifeexperiences and school satisfaction. It wasconcluded that theories of adolescent schoolsatisfaction should incorporate intrapersonalcharacteristics as well as environmentalstressors and resources. The promotion ofpositive attitudes toward school will likelynecessitate attention to a variety of schooland non-school contextual factors (e.g., familyresources and stressors) in addition tointrapersonal risk and protective factors.     

Examining Mediator Role of the Social Safeness on the Relationship Between Vengeance and Life Satisfaction

The aim of the present study is to examine the mediating role of social safeness on the relationship between vengeance and life satisfaction. Participants were 305 university students who completed a questionnaire package which includes the Vengeance Scale, the Social Safeness and Pleasure Scale, and the Life Satisfaction Scale. According to the results, social safeness and life satisfaction were predicted negatively by vengeance. On the other hand, life satisfaction was predicted positively by social safeness. In addition, social safeness mediated the relationship between vengeance and life satisfaction. Together, the findings illuminate the social processes underlying the association of vengeance with life satisfaction.     

Life Satisfaction and Suicide among High School Adolescents

Relationships between perceived life satisfaction, poor mental health, suicide ideation and suicide behaviors were examined in a statewide sample of 13 to 18 year old public high school students (n = 4,758) using the self-report CDC Youth Risk Behavior Survey (YRBS). Adjusted logistic regression analyses and multivariate models constructed separately (via SUDAAN), revealed that poor mental health (past 30 days), poor mental/physical health (past 30 days) serious suicide consideration (past 12 months), planning for suicide (past 12 months), attempted suicide (past 12 months) and suicide attempt requiring medical care (past 12 months) were significantly related to reduced life satisfaction. Also, differences across gender and race were demonstrated. Measures of life satisfaction as a component of comprehensive assessments of adolescent mental health, suicide ideation and suicide behavior in fieldwork, research, and program-evaluation efforts should be considered.     

Career Decision Self-Efficacy and Life Satisfaction in China: An Empirical Analysis

Focusing on the Chinese context, the present study took a pioneering step to examine the relationship between career decision self-efficacy (CDSE) and life satisfaction. Employing a three-dimensional CDSE model, which includes goal planning self-efficacy (GPSE), information gathering self-efficacy (IGSE) and problem solving self-efficacy (PSSE), we also explored the mediation mechanism underlying this relationship from the internal functioning process of CDSE (i.e., the GPSE–PSSE–life satisfaction and IGSE–PSSE–life satisfaction relationships). We then investigated the moderating role of person–environment (P–E) fit in the mediated CDSE–life satisfaction relationship. Data were collected from 786 university students. Results showed that all three dimensions of CDSE were positively related to life satisfaction. The internal process view was supported, for PSSE was found to mediate the relationships of life satisfaction with GPSE and IGSE, respectively. Additionally, P–E fit moderated the relationship between PSSE and life satisfaction. Further examinations also found a significant moderating role of P–E fit in the indirect relationships of life satisfaction with GPSE and IGSE via PSSE.     

American High School Students’ Perceptions of Determinants of Life Satisfaction

Life satisfaction can be assessed either globally or with regard to satisfaction with specific domains of life. The latter multidimensional approach presumes science has delineated with confidence the specific domains most relevant to evaluating whether the criteria for a good life have been met. This paper shares results of a qualitative study of the perceived determinants of life satisfaction among 30 high school students who were diverse in terms of mental health; 6–10 participants were classified as complete mental health, vulnerable, symptomatic but content, or troubled at two time points separated by a year. Thematic analyses of transcribed individual interviews suggested eight themes that capture the domains of life adolescents perceive influence their happiness. These themes are compared and contrasted to domains included in existing multi-dimensional measures of youth life satisfaction. The factors likely to be particularly salient to students with different levels of mental health are noted.